The Application of EMI in Higher Education: Learners Cognition Perspective

Abstract

An examination of Chinese college students cognition about EMI learning is presented here. The findings, based on 112 surveys and a regression analysis equation, provide insight into the complexity and variety of EMI students thought processes and directly impact their approach to EMI study within their chosen disciplines. As a result of being affected by a wide variety of contextual variables, each participants learning results were uniquely shaped by the EMI intervention. When trying to put their knowledge into reality, students face several challenges, such as the diction skill, dialectical thinking, and understanding of their EMI teachers. This study argues for a methodical and progressive strategy for advancing and promoting EMI learning with efficient information delivery and skilled cross-cultural communication for EMI implementation in higher education.